scholarly journals FEATURES OF PROLONGED STRESS IN FAMILIES WITH CHILDREN WITH PSYCHOPHYSICAL DEVELOPMENTAL DISORDERS

2021 ◽  
pp. 72-83
Author(s):  
T. Kuchma
Keyword(s):  
Special Needs ◽  
Developmental Disorders ◽  
Emotional Health ◽  
Coping Resources ◽  
Stress Factors ◽  
Psychological State ◽  
Stressful Situation ◽  
Children With Special Needs ◽  
Negative Consequences ◽  
Prolonged Stress

The article reveals the question of the peculiarities of prolonged stress in families raising children with psychophysical development. The main aspects that have already been in the center of attention of scientific-theoretical and empirical study of the psychological state of parents, including, depending on the nature of psychophysical disorders. It is noted that the sudden onset and unpreparedness for the child's health, lack of experience in caring for her, unpredictability of the situation and the need for radical changes in their own lives, understanding the fact of lifelong burden often cause parents to develop emotional, informational, social, interpersonal stress and subsequent maladaptation. family. Based on the analysis of scientific research, identified and supplemented the main psychological problems faced by families of children with special needs, and grouped them into two groups - objective (mental disorders of the child, financial, educational, social, legal side of its development ) and subjective (internal state of the parents themselves, their actions and motives) stress factors. It is emphasized that the constant influence of these factors often leads to the development of prolonged stress - one that can last a long time or permanently, becoming chronic, with negative consequences for physiological, emotional health, social and working life of parents, family breakdown. A scientific and generalized analysis of the stages and stages of parents' experience of a stressful situation with the appearance of a disabled child, such as: shock, aggression, grief, anger, guilt, emotional adaptation, adaptation to chronic stress. It has been established that the family of a child with developmental disabilities experiences several crisis periods (diagnosis; obvious manifestations of developmental delay; identification of limited abilities of the child to study; coming of age), during which they need constant psychological help and support from specialists. The author notes that, depending on the nature of the child's psychophysical disorder, the psychological, social or biological adaptation of family members will occur differently or not at all, with the family's value orientations and attitudes to stress playing an important role. The characteristic symptoms of prolonged stress are expressed, which express the tension in which parents and sick children are. Emphasis is placed on the need for further analysis of prolonged stress in parents of children with special needs in certain categories and finding ways to form coping resources for each family member.

scholarly journals PSIKOEDUKASI SMART PARENTING TENTANG KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS (ABK

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Pamela Hendra Heng
Keyword(s):  
Special Needs ◽  
Learning Style ◽  
Education Program ◽  
Developmental Disorders ◽  
Multiple Intelligence ◽  
Special Treatment ◽  
Children With Special Needs ◽  
Normal Children ◽  
Education Services ◽  
Inclusive Schools

Children with special needs (ABK) are very different from normal children in terms of needs, health, education, teaching, how to give advice and attention. Children with special needs require special treatment because they have developmental disorders and others disorders from children in general (Desiningrum, 2016). In 2015, Indonesia had approximately 4.2 million ABK. Baska and Stambaugh (in Juwono and Kumara, 2011) state that education services in Indonesia are still experiencing difficulties due to the lack of knowledge of teachers about ABK. Sunardi, Yusuf, Gunarhadi, Priyono, and Yeager (2011) state that in Indonesia, almost no changes have been made to accommodate the education program for children with special needs in inclusive schools; there is no difference in teaching strategies for children with special needs (Kurniawati, De Boer, Minnaert, and Mangunsong, 2017; Mangungsong 2014). The Holland Interests Test, the written Learning Style test and the Multiple Intelligence seminar were attended by 42 adolescents, analyzed by psychologists to determine their interests and talents. A psychoeducation approach through the smart parenting seminar "Mengasuh kidz jaman now" attended by 101 parents, teachers and church practitioners, aimed to give an understanding of the characteristics of children with special needs at church X in East Java.

scholarly journals «REGULATIONS ON THE TRAINING AND REHABILITATION CENTER» – AS ONE OF THE FACTORS OF REFORMING SCHOOL EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN 2011–2017

2021 ◽  
Vol 1 (192) ◽  
pp. 147-151
Author(s):  
Svetlana Shevchenko ◽  
Keyword(s):  
Special Needs ◽  
Developmental Disorders ◽  
School Education ◽  
Special Role ◽  
Children With Special Needs ◽  
Rehabilitation Centers ◽  
Pedagogical Literature ◽  
Theoretical Foundations ◽  
Ukrainian Society

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC); the theoretical foundations of their creation were determined and their features of activity were clarified in the context of the current approaches of school education for children with special needs. The issues of reforming school education for children with special needs during the study period are highlighted, the information is of particular importance on the quality of the work of the NRC. It is it that determines the need to analyze existing and conduct new objective studies of their role in Ukrainian society. The author reveals the content of the concept of some special definitions for children and adolescents who need special conditions of upbringing. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and versatility - from educational to rehabilitation. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy. It was found that their features of activity in the context of current approaches to school education for children with special needs were not only educational, but also purposefully rehabilitative.

scholarly journals COMPARATIVE ANALYSIS OF DETERMINATION MODELS FOR THE DEVELOPMENT OF THE PSYCHE AS THE BASIS FOR PSYCHOLOGICAL ASSISTANCE PROGRAMS CONSTRUCTION FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES

2020 ◽  
pp. 23-49
Author(s):  
Irina N. Pogozhina ◽  
Varvara A. Egorova
Keyword(s):  
Comparative Analysis ◽  
Developmental Disabilities ◽  
Special Needs ◽  
Developmental Disorders ◽  
Innovative Technology ◽  
Children With Special Needs ◽  
Assistance Programs ◽  
Psychological Assistance ◽  
And Behavior ◽  
Difficult Children

Relevance. Specialists providing psychological assistance to children with developmental disorders use programs based on different determination models. Each model and the resulting technology solves a well-defined range of problems and has limitations. The content of the models, as a rule, is not reflected, which reduces their efficiency. Purpose of the work is to compare the models determining the development of the psyche and behavior as the basis for constructing programs of psychological assistance to children with special needs. Method. Theoretical critical analysis and synthesis of literature on the research problem. Results. The contents of determination models of the development of the psyche and behavior (classical, neo-classical, post-neo-classical) are compared according to 4 characteristics. The types of determination factors and psychological assistance programs for children with developmental disorders are analyzed. A comparative analysis of psychological assistance programs and deterministic models on the basis of which they are built is carried out. The limitations of the models when using them to build developing programs are highlighted and described. It is shown how groups of factors under study are taken into account in the content of training programs. The limitations of models are highlighted and described. An innovative technology and algorithm for studying the system of determination influences in the framework of the post-neo-classical model of the private level for their use in research and practice of helping difficult children is proposed Conclusions. Determination models can be practically reviewed as clarifying and complementing each other. Understanding the possibilities and limitations of intervention technologies developed on the basis of different models expands the possibilities of providing psychological assistance to children and adolescents with developmental disabilities. The groups of external factors that determine the indicators of the development of “difficult” children do not fundamentally differ from those of normo-typical children. Groups of internal factors related to the indicators of the viability of a child and adolescent with developmental disabilities can act as learning goals in the construction of programs for psychological and pedagogical assistance to difficult children. The analysis of psychological assistance programs for children with special needs has shown that they are based on classical and neo-classical models and have both strengths and limitations due to the concepts of the systemic nature of the human psyche embedded in the models.

Use of coping resources among African American and Latino parents of children with special needs: implication for interventions

2003 ◽  
Vol 6 (2) ◽  
pp. 125-140
Author(s):  
Harriette P. McAdoo ◽  
Sinead N. Younge ◽  
Hester M. Hughes ◽  
Charnessa W. Hanshaw ◽  
Maresa Murray
Keyword(s):  
African American ◽  
Special Needs ◽  
Coping Resources ◽  
Latino Parents ◽  
Children With Special Needs

Social Diagnostics As a Technology of Social Work with a Family Raising a Child with Disabilities

2020 ◽  
Vol 19 (3) ◽  
pp. 67-74
Author(s):  
S.N. Ispulova ◽  
◽  
A.A. Shumakova ◽  
Keyword(s):  
Social Work ◽  
Special Needs ◽  
Children With Disabilities ◽  
Psychological Type ◽  
Lesson Plans ◽  
Children With Special Needs ◽  
Negative Consequences ◽  
Raising Children

this article is devoted to the study of the psychological type of parenting of participants in the school of parents in the framework of the project “Platform for family co-creation – growing together” of the “Metallurg” Charitable Foundation. The authors present an analysis of the results of a study on the interest of parents of children with disabilities in attending classes. On the basis of the obtained data, we have developed recommendation-based lesson plans aimed at improving the pedagogical literacy of parents raising children with special needs, as well as preventing undesirable negative consequences.

scholarly journals Emotional State and Coping Strategies of Adolescents with Oncohematological Diseases

2018 ◽  
Vol 7 (4) ◽  
pp. 131-149 ◽  
Author(s):  
A.E. Khain ◽  
A.B. Kholmogorova ◽  
V.A. Ababkov
Keyword(s):  
Coping Strategies ◽  
Emotional State ◽  
Coping Resources ◽  
Psychological State ◽  
Hemopoietic Stem Cell ◽  
Special Treatment ◽  
Control Group ◽  
Stressful Situation ◽  
And Coping ◽  
Experimental Group

The article presents data on the study of emotional state characteristics and coping strategies of adolescents in the stressful situation of oncohematological diseases treatment. Two equalized by socio-demographic and clinical parameters groups of patients 11-18 were examined. The experimental group consisted of 28 adolescents undergoing treatment with hemopoietic stem cell transplantation (HSCT) (M = 14.25, SD = 2.20, M: 57.1%, F: 42.9%). The control group consisted of 30 adolescents undergoing chemotherapy (M = 13.71, SD = 2.12, M: 53.3%, F: 46.7%). The psychological state of adolescents in the course of treatment by НSCТ, in comparison with the state of adolescents of the control group, which is characterized by a significantly higher level of distress and anxiety. Significant differences in the use of coping strategies with stress in patients of the two groups were obtained. Adolescents of the experimental group use a less extensive repertoire of productive coping strategies, often use such an ineffective strategy as "discharge" These differences may be associated with less availability, as well as an increase in depletion of various coping resources under special treatment conditions by the НSCТ. The results of the study confirmed that НSCТ is objectively and subjectively more stressful, which indicates the need for additional monitoring of both the psychological state and the need for psychological care for patients in this group, the development of specialized programs for psychological support for transplantation.

scholarly journals DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN

2020 ◽  
Vol 6 (1) ◽  
pp. 83-93
Author(s):  
Tiiu Tammemä ◽  
Siret Maaring
Keyword(s):  
Special Needs ◽  
Teaching And Learning ◽  
Developmental Disorders ◽  
Preschool Age ◽  
Children With Special Needs ◽  
Board Game ◽  
Learning Materials ◽  
Mathematical Concepts ◽  
Preschool Age Children ◽  
Narrow Road

Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.

scholarly journals Early Detection of Children with Special Needs by Educators

2021 ◽  
Vol 5 (2) ◽  
pp. 54
Author(s):  
Stephani Raihana Hamdan ◽  
Sulisworo Kusdiyati ◽  
Andhita Nurul Khasanah ◽  
Temi Damayanti Djamhoer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Detection ◽  
Special Needs ◽  
Developmental Disorders ◽  
Early Childhood Teachers ◽  
Further Education ◽  
Children With Special Needs ◽  
Negative Effects ◽  
Childhood Education

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The early detection of children with special needs is very important for educators, as they require special handling in the learning process so that they can develop optimally. The first important level for early detection is the early childhood education level. Early childhood teachers become agents who play a major role of early detection. Problems that occur due to late diagnosis of children with special needs often lead to learning and behavioural problems. If not handled properly, these disturbances will continue to the next level of further education. Knowledge of various types of disorders and early intervention in children with special needs must be the responsibility of early childhood education teachers to reduce the negative effects of any disruption that may occur. In order to assist teachers in early detection, this paper presents a study related to various developmental disorders that occur in children with special needs and the skills, techniques and steps that are needed for early detection. </span></p></div></div></div>

scholarly journals EDUCATIONAL AND REHABILITATION CENTER AS A TYPE OF SECONDARY EDUCATION DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (2011-2017 PP.)

2021 ◽  
pp. 83-86
Author(s):  
S. SHEVCHENKO
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Developmental Disorders ◽  
Speech Disorders ◽  
Individual Characteristics ◽  
Educational Process ◽  
Special Role ◽  
Children With Special Needs ◽  
Rehabilitation Centers ◽  
The Creation

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC). The peculiarities of their activity in the context of the current approaches of school education for children with special needs are clarified. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. The main tasks of various types of NRC were: ensuring the right of children with complex developmental disabilities to receive an appropriate level of preschool and general secondary education in accordance with their capabilities, abilities, taking into account individual characteristics of development; ensuring early socialization and preparation of such children for obtaining an appropriate level of preschool and general secondary education through a specially organized educational process in combination with psychological and pedagogical, medical, physical, social rehabilitation; formation of civic position, self-esteem, readiness for work, responsibility for their actions; provision of systematic qualified psychological, medical and pedagogical support of children, taking into account their state of health, characteristics of psychophysical development; provision of rehabilitation services according to an individual rehabilitation program for a disabled child; providing psychological and pedagogical assistance to parents (persons replacing them) who are raising children with disabilities, in order to involve them and children in the educational and rehabilitation process.It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and universality. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy, which was the best provision in educational and educational development (correction of speech disorders, etc.) for children with special needs. It is proved that their peculiarities of the conditions of upbringing, education, maintenance of children in educational and rehabilitation centers were determined by a flexible system of educational, educational and correctional and rehabilitation work; the creation of special conditions for the correctional orientation of training, education and overcoming violations of physical and mental development, the formation of speech and other mental processes, improving health, taking into account the nature of developmental disorders; implementation of an individual and differentiated approach in teaching and rehabilitation of children with complex developmental disorders in accordance with the peculiarities of educational and cognitive activities, taking into account the nature of developmental disorders.

The model of combination between medical and educational intervention for children with developmental disorders in Vietnam – Through case studies

2018 ◽  
Vol LXXIX (4) ◽  
pp. 272-280
Author(s):  
Dinh Nguyen Trang Thu
Keyword(s):  
Special Needs ◽  
Case Studies ◽  
Developmental Disorders ◽  
Educational Institution ◽  
Autism Spectrum ◽  
Children With Special Needs ◽  
Hyperactivity Disorder ◽  
Intervention Models ◽  
Education Interventions ◽  
Essential Knowledge

Special education must be interdisciplinary in order to ensure the comprehensive quality of education for children with special needs in general and children with developmental disorders in particular. For children with developmental disorders such as autism spectrum disorder, attention deficit hyperactivity disorder, learning disabilities, etc., regular education interventions are important as they provide children with essential knowledge and help them practice necessary skills before utilizing these skills in their social integration process. This article introduces intervention models used in an educational institution in combination with medical therapy and the effects of this combination in two case studies of children with developmental disorders. Through concrete evidence and results of clear case studies, the article desires to contribute to a clearer illustration of the combined model of health and education used in interventions for children with special needs in general and especially for children with developmental disorders in Vietnam.

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